Does educational tracking affect performance and inequality? Differences-in-differences evidence across countries.

Autor/inn/en	Wößmann, Ludger; Hanushek, Eric A.
Titel	Does educational tracking affect performance and inequality? Differences-in-differences evidence across countries.
Quelle	Bonn: Forschungsinstitut zur Zukunft der Arbeit (2005), 27 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	IZA discussion paper. 1901
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Vergleichende Erziehungswissenschaft; Bildungsforschung; Sekundäranalyse; TIMSS (Third International Mathematics and Science Study); Gesamtschule; Internationaler Vergleich; Bildungsforschung; Vergleichende Erziehungswissenschaft; Leistungsdifferenzierung; Leistungsgruppe; Schulorganisation; Sekundäranalyse; Schulorganisation; Gesamtschule; Schülerleistung; Leistungsdifferenzierung; Leistungsgruppe; Internationaler Vergleich; Übergangssystem; IGLU (Internationale Grundschul-Lese-Untersuchung); PISA (Programme for International Student Assessment)
Abstract	Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, the authors employ an international differences-in-differences approach. They identify tracking effects by comparing differences in outcome between primary and secondary school across tracked and non-tracked systems. Six international student assessments provide eight pairs of achievement contrasts for between 18 and 26 cross-country comparisons. The results suggest that early tracking increases educational inequality. While less clear, there is also a tendency for early tracking to reduce mean performance. Therefore, there does not appear to be any equity-efficiency trade-off.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/1